SOCIAL WORK & SOCIAL
MEDIA:
EDUCATING FOR A
NETWORKED PROFESSION
•
ANZSWWER
symposium
2017
•
Deb Stanfield
HULA BY YOUTUBE
• You can do anything on YouTube. I was looking at one of my
mokopuna, she was doing the hula. She was so beautiful and I went oh baby, who taught you to do the hula? YouTube man! and
I was like, oh …
SOCIAL WORK & SOCIAL MEDIA IN
AOTEAROA NEW ZEALAND
•
Brief overview of research project (definitions,
literature, methodology) and some findings.
•
Presentation of focus group analysis.
SOCIAL MEDIA DEFINED
In 2004, Web 2.0 was introduced, offering the public a new kind of relationship with the World Wide Web. Prior to this time we were able to consume large amounts of
information contained on the internet. After 2004 however we were more able to create material, leading to the
concept of an online “participatory culture.” (posting
responses, rating, sharing and commenting). We can also
generate profiles and lists of connections (ie ‘friends’) who
LITERATURE
–
WHAT SHOULD WE BE
TEACHING?
• The relevance of social media to social work.
• The application of ethical, professional behaviour to the use of social media
• Social work analysis of social media in society (ie, digital divide)
• Social work assessment of the “networked life” of clients. • The dynamics of social networking sites and ‘big data.’
SOCIAL WORK AND SOCIAL MEDIA
REFERENCES (N=188) BY YEAR
0 5 10 15 20 25 30 35 40
RESEARCH QUESTIONS
• How are New Zealand social workers participating professionally in social media?
• What do New Zealand social workers perceive to be the professional benefits and challenges of social media?
• What is the opinion of New Zealand social workers about the value of social media to their profession?
Mixed Methodology
SURVEY 2014: DO YOU USE SOCIAL MEDIA FOR PROFESSIONAL SOCIAL WORK REASONS?
YES 47% (n=158)
• Networking
• PD
• Research
• Information sharing
• Advocacy
• Client communication
NO 53% (n=181)
• Security, ethical, privacy worries
• Employer says no
• No time
• Not interested
• Not enough knowledge
SURVEY 2014
–
YES, WE NEED TRAINING
All participants regardless of their use of social media, agreed with the following statements:
• Social workers should be trained in the potential uses of social media (m=3.79, SD= 1.10).
• Social workers should be trained in how to use social media safely (m=3.77, SD = 1.12).
KEY INFORMANT INTERVIEW THEMES
• Identity: cultural, personal, professional,
organisational, public, private
• Double-edged sword: promises and perils
• Face to face practice challenge: kanohi ki te kanohi
• Utility and innovation: potential uses/misuses
• The relevance of social media: a new role for social
SOCIAL WORK EDUCATION/PROFESSIONAL DEVELOPMENT
• Really it comes down to … perceiving social media as part of
the social world, not separate from it, and for social workers to educate themselves so that it becomes familiar. So it
moves from the scary unknown to the known. There may still be scary bits about the known, which is valuable to recognise
but while it’s still unknown then people are going to feel less
confident around engaging. Becoming informed, become aware, and developing a more sophisticated view of social
SOCIAL WORKERS LEARNING ABOUT
SOCIAL MEDIA
–
FOCUS GROUP THEMES
Generating
personal
meaning
Generating
professional
meaning
Tackling
DISCOVERING WAYS TO LEARN
Seeking
leadership
Supporting &
mentoring
peers
Generating
‘data’ –
learning
SEEKING LEADERSHIP
– WHO’S THE
KAITIAKI OF SOCIAL MEDIA?
So what is the tikanga, what is the tika about social media? Who enforces that? It comes from the home and the norms within the home or the norms within the school of social
work or within what’s modelled through ANZASW rightly or wrongly, or SWRB. Who’s the kaitiaki of social media?
SEEKING LEADERSHIP
–
WHERE SHOULD
KNOWLEDGE COME FROM?
• Do you think academia has a role to play in promoting the use of how we
use social media? It’s like if Dr so and so was to say social media is a
great way to go, it almost legitimises it. (2)
• We need a reference point to show us - this is how social workers use it. (5)
• Yeah, it is because the Dr said so. (2)
• It’s the evidence base, isn’t it? We’re evidence based practitioners, so we
want an evidence base for this (raised voice, bangs on table). (1)
• Because the registration board can write a policy, but it really needs to come from our leaders, our thought leaders. (2)
CONFUSED LEADERSHIP
• What about the mixed messages we’re getting about the ethical use of
social media, for example – our students being told it’s not okay to be spying on CYF kids, what they’re doing on the weekend, when you’re
on Facebook. (social work educator)
• I do it all the time. They gave us Facebook so that we could do it. (child protection social worker)
• Yeah. So there’s a disconnect between what the keepers of our code
EMERGING LEADERSHIP
And there was a powerful whero that was put forward by
the tangata whenua voices on social work, saying, ‘Come and talk with us. Don’t use Facebook and social media to air your
dirty washing. Come and sit with us and together you will
find there’s a force that’s working forward but don’t do our washing in public.’ That was the direction.
PEER SUPPORT/MENTORING
• It would be really cool, eh, to have peer supervision on use of social media. Have a support network of people to be able to pick the brains of – how are you using it, have you tried this, did it work? That would be great. (1)
• It’s getting your like-minded people together, isn’t it? (3)
• Yeah, and you feel safe. (2)
• And it creates a sense of permission, as well, to make mistakes and to see it as a work in progress. Rather than just being this lone voice out in the
wilderness, waiting for something bad to happen, you’ve actually got a little
FOCUS GROUPS
–
LEARNING BY DOING
Data from focus groups approximate natural interaction
between people, allowing the observer to witness how gaps in knowledge are filled, how complexities and contradictions are managed, how discourse is created.
Focus groups offer opportunity for connections to be made
between participants which in turn create “opportunities for solidarity building and political action” (Kamberelis &
FOCUS GROUP
LEARNING BY DOING
I’m not confident in how I fit … within a social media space, so I’m
not really visible in social media. I
don’t have a strong voice speaking
out, but I spend a lot of time reading and thinking and critically reflecting
on what’s coming through the feeds.
I suppose for me, it’s not enough to
say that I only like face to face. I need to get stronger in my use of social media, I do see it as a way to
FOCUS GROUP
LEARNING BY DOING
It’s just an interesting situation to be
potentially at risk of being targeted, shot down, being trolled by people and having your integrity questioned. All of these quite scary potential knock-on effects of being vocal, being visible, being out there
as ‘this is me and this is my view.’ And
that puts me off. That puts me off a lot.
We’ve got to give it a go. Just got to do it. Because I feel like I’ve been tiptoeing
around the edge and doing a bit of it
kind of, but I think we’ve just got to take
the plunge and roll with mistakes but actually create some data to then create
SOCIAL WORKERS
USING SOCIAL
MEDIA –
LEARNING BY DOING
SUMMARY
• Social workers agree that we should learn more about social media. • There is pressure on academia, professional and regulatory bodies to
provide leadership
• Social workers and social work students can rely on collective
wisdom to learn and generate new knowledge about the professional use of social media.
• The social work profession needs to support social media practice,
REFERENCES
• Ballantyne, N., Lowe, S., & Beddoe, L. (2017). To Post or Not to Post? Perceptions of the Use of a Closed Facebook Group as a Networked Public Space. Journal of
Technology in Human Services, 35(1), 20-37. doi: 10.1080/15228835.2017.1277903
• boyd, d. (2011). Social networking sites as networked publics: Affordances, dynamics, and implications In Z. Papacharissi (Ed.), A networked self: Identity, community, and culture on social network sites (pp. 39-58). New York and London: Routledge.
• Fuchs, C. (2014). Social media: A critical introduction. London, UK: Sage.
• Kamberelis, G., & Dimitriadis, G. (2013). Focus Groups: From structured interviews to collective conversations Retrieved from
http://ebookcentral.proquest.com/lib/auckland/detail.action?docID=1125221
REFERENCES
• Megele, C. (2015). eABLE: Embedding social media in academic curriculum as a learning and assessment strategy to enhance students learning and e-professionalism. Innovations in Education and Teaching International, 52(4), 414-425. doi: 10.1080/14703297.2014.890951
• Stanfield, D., & Beddoe, L. (2016). Social work and social media in Aotearoa New Zealand: Educating social workers across shifting boundaries of social work identity. Social Work Education, 35(3), 284-296. doi: 10.1080/02615479.2016.1154663
• Stanfield, D., Beddoe, L., Ballantyne, N., Lowe, S., & Renata, N. (2017). Critical conversations: Social workers’ perceptions of the use of a closed Facebook group as a participatory
professional space. Aotearoa New Zealand Social Work Journal, 29(3). (unpublished)